资源简介

教学设计
课程基本信息
学科 英语 年级 高二 学期 春季
课题 Unit 8 Literature Lesson 2 Poetry
授课时长 40 分钟 课型 听说课
指导理论
The English curriculum standards advocate students to learn English through a series of integ rated, relevant and practical theme based activities. Teachers need to adopt the activity-based approach, which advocates that students learn English through a series of integrated, relevant and practical theme-based activities, where they undergo learning processes, such as perceiving and understanding, applying and practicing, and transferring and creating. To achieve that goal in this listening and speaking class, it is necessary that we teachers set the hierarchy of learning objectives in accordance with taxonomy and since the objectives are loca ted in students zone of proximal development, scaffolding should be provided.
教材分析
单元分析： Centered on the topic of "Literature" , this unit presents different types of literature through texts in multiple formats, guiding students to appreciate literature works, improve literary literacy and develop culture awareness.
文本分析： 主题语境：人与社会 文章体裁：诗歌 【 What】 This lesson contains two poems. The first is "Stopping by Woods on a Snowy Evening" by Robert Forest. When the poet stops by woods on a snowy evening, the owner of the forest does not know that someone is admiring the woods in the snow. The horse wondered, “there is no farmhouse near here, why stop here ”The poet did not answer the horse, and there was silence except for the sound of the wind and the falling snow. However, although the forest is lovely, dark and quiet, there are earthly responsibilities and obligations. And finally rational sense overcomes eso. In the end, the poet repeatedly sings "And miles to go before I sleep", showing the poet's contradiction in mind . The second is William Wordsworth's poem “The Daffodils” . In the poem, Wordsworth compares himself to a cloud swimming around and longing for freedom. Once he saw a large daffodils by the lake,h e devoted himself to the scene. He not only described the lovely posture of daffodils, but also expressed the love for nature and the joy at the bottom of the heart. 【Why】 By learning "Stopping by Woods on a Snowy Evening" and "The Daffodils", students can feel the beauty of rhyme and rhetoric, grasp the linguistic characteristics of literary works of poetry genre, and understand the emotion expressed by the author. In this way, students can experience the charm of language and further explore the similarities and differences between Chinese and foreign poems. 【How】 There are four stanzas in Stopping by Woods on a Snowy Evening, four lines in each stanza. There are two reversals in the poem, "Whose woods these are l think l know" and "his house in the village though," both for rhyming effect. The poet hopes to use this quiet snowy night to express his desire to integrate with the beautiful nature as well as determination to move on. The Daffodils expresses the author's love for nature. The poem is divided into four stanzas of six lines, each line with four feet, and most of them are in iambic. The poet uses the phrase "wandered lonely as a cloud, that floats on high oervales and hills" to describe himself as a lonely cloud, floating alone in the sky. When describing daffodils, the use of personification "fluttering and dancing", "tossing theirheads" and so on, shows the daffodils’ beauty and delight.
学情分析
【Know】 Students have already gained a multifaceted understanding of literature by learning Topic Talk and Lesson 1. Through their previewing before the class, they have grasped a certain amount of vocabulary related to poetry and the background information of the poems. They also possess a certain level of listening competence and are able to grasp the missing words in the poems . 【Wonder】 When identifying the literary devices in the poems, students may encounter certain difficulties. Additionally, they may have some challenges in understanding the meaning and theme of the poem. 【 Learn】 Students will learn to understand and aprreciate poems from the aspect of rhyme, image and literary devices in order to figure out the theme.
教学目标
By the end of the class ，the students will be able to : 1. figure out the main idea of the poems through listening and reading; 2. analyze the linguistic and stylistic features of poetry, including the rhythm, rhyme, literary device, image, theme and so on; 3. compare and differentiate English poems and Chinese poems in terms of language and structure; 4. execute a project—— create a short poem themed on nature.
教学重难点
Key points： Figure out the main idea of the poems through listening and reading; Analyze the linguistic and stylistic features of poetry, including the rhythm, rhyme, literary device, image, theme and so on; Difficult points： Compare and differentiate English poems and Chinese poems in terms of language and structure; Execute a project—— create a short poem themed on nature.
教学方法
Project-based approach; Activity-based approach; Multimodal teaching approach
教学过程
Objective Activity Intention Level Evaluati on Inter a- tion
Figure out the main idea of the poems through listening and reading. Activate and Share Activity 1 Ss discuss and learn about background information about William Wordsworth. To prepare students for listening and reading and activate their knowledge. 感知与注意 学生通过 预习和课 堂教师介 绍 ， 了解 诗人和诗 歌背景知 识 ，激活认识。 CW 2,
Listen for Understanding Activity 2 Ss scan the poem and To guide students to predict and understand the 感知与注意获取与梳理 概括与整合 学生通过 猜诗 、看诗、听诗、填诗 ，感 IW CW 6’
choose the words below to fill in the rhyming words based on their prediction. Activity 3 Ss Watch the video and check their predictions. Activity 4 Ss read and summarize the main idea of each stanza. main idea of the poem. 受诗歌的美 ，理解诗歌的主旨大意。
Analyze the linguistic and stylistic features of poetry, including the rhythm, rhyme, literary device, image, theme and so on. Activity 5 Ss read the poem aloud, appreciate the rhythms and rhymes and identify the structure of the poem. To instruct students to sort out stanza, line and rhyme pattern. 感知与注意获取与梳理 学生通过朗读与梳理，认识诗歌的结构、押韵和节奏。 CW 2,
Activity 6 Ss analyze the literary devices used in each of the following line. Ss summarize key factors of a poem. To instruct students to apply literary devices to appreciating poems. 分析与判断内化与运用 学生通过 运用诗歌 文学手法 知识，分 析诗歌含 义，赏析 诗歌。 PW CW 4,
Activity 7 Listen for thinking Ss listen again and answer the questions: To guide students to understand and clarify the 描述与阐释分析与判断 学生通过 理解诗人 的情感变 化 ，分析 IW CW 6,
1. How did the poet feel before he saw the daffodils How did he feel afterwards 2. What wealth did the daffodils bring to the writer image and theme of the poem. 意向的象 征意义和诗歌主题,引导学生热 爱 自 然 ，在自 然中寻求 心灵的宁静。
Execute a project—— create a short poem themed on nature. Activity 8 Ss execute a group project to write a poem themed on nature. To design and carry out the project acvitity and let students learn to write a new poem with their imagination and creativity. 描述与阐释内化与运用想象与创造 学生通过 开展小组 项目式学 习 ，按照 项目式学 习步骤， 有序开展 合作 ，通 过作诗与 画诗 ，实 现美育浸 润下的诗歌理解。 GW CW 15,
Compare and differentiate English poems and Chinese poems in terms of language and structure. Activity 8 Ss read Chinese poem themed on flower aloud and compare the differences and similarities of two poems. To guide students analyze the expression of Chinese and Western poetry critcally and develop intercultural awareness . 分析与判断批判与评价 学生通过 辩证性分 析相同意 向在中西 方诗歌中 的含义， 感悟中西 方文化异 同，培养 跨文化交 际能力。 PW 3,
Activity 9 Make self-assessment according to the checklist. To help students reflect on their performance in various aspects of this class, understand the degree of achievement in their classroom learning process and provide directional guidance for future learning improvement. 批判与评价 学生通过 反思自己 本节课的 表现，认 知自己在 诗歌课堂 学习过程 中目标的 达成度， 为后续的 学习提升 提供一定 的方向性指导。 IW 2 ,
作业分层设置
Option 1. Search online for more ways to appreciate poems; Option 2. Interpret the theme of Stopping by Woods on a Snowy Evening using the method we learned today.
板书设计
教学反思
Features 1. In this class session, progressively structured teaching activities are designed to guide students to understand and analyze the textual information in two poems from the surface to the depth. Overall, the teaching activities are interconnected and reflect the corresponding characteristics of deep learning, which is conducive to the cultivation of students' core literacy in the subject. 2. This class focuses on leading students to dentify the stylistic and linguistic features of poetry and analyze the literary devices, images and themes through listening and speaking activities; 3. By organizing the project group work, build a student-oriented class and let students analyze a new poem in the group by themselves with creativity and imagination.
4. Through a chain of questions, guide students to compare and differentiate English poems and Chinese poems with the same topic critically and develop intercultural awareness. Reflection Overall, the teaching activities designed for this lesson are centerd on students and progressed smoothly, but students still encountered some obstacles when analyzing the literary devices, images and themes ofthe poems . In such cases, teachers can actively point out relevant details in the poems in combination with the background information of the poets and poems. Additionally, in the project activity,teachers shoud give clear instruction, provide scaffolding and participate in their group work in need.

展开更多......

收起↑